User education is a comprehensive program designed to guide and instruct existing and potential library users to recognize their information needs and make the most effective use of information resources and services. It is considered a central purpose of a library, essential for the effective utilization of its resources. In the modern context, user education has evolved into the broader concept of information literacy, which is the ability to recognize an information need and to locate, evaluate, and use that information effectively.
Goals and Objectives of User Education
The primary goal of user education is to empower users by teaching them the necessary skills to use library and information resources independently, efficiently, and effectively. This is in line with S.R. Ranganathan's Fourth Law, "Save the Time of the Reader," as it helps users find information more quickly.
The sources outline several key objectives for user education programs:
- Creating Awareness and Confidence: A fundamental objective is to make users aware of the library's value, its resources, and the services it offers. User orientation, a component of user education, aims to create a friendly environment where users feel confident that the staff is competent and willing to help.
- Developing Information Seeking Skills: According to UNESCO, a major objective is to help users recognize their own information needs, formulate those needs, use services effectively, and assess the services they receive.
- Mastering Research Techniques: A comprehensive program aims to instill key research skills, including:
- Understanding the library's physical, bibliographical, and conceptual arrangements.
- Knowing which information sources are appropriate for a given situation.
- Developing an awareness of search techniques and the ability to devise effective search routines.
- Acquiring the skill to evaluate sources and present findings effectively.
- Promoting Library Use and Rules: User education helps promote the use of the library's collection and services. It also serves to make readers conscious of library rules, which helps prevent misuse of resources and ensures that every reader can get his or her book, fulfilling the Second Law of Library Science.
- Fostering Information Literacy: In the contemporary information environment, a key goal is to foster information literacy, which is a prerequisite for effective participation in the Information Society and is considered a basic human right of lifelong learning. An information-literate person can identify potential sources, develop successful search strategies, access and evaluate information, and use it for critical thinking and problem-solving.
Techniques of User Education
User education employs a variety of teaching methods and media, which can be tailored for group instruction, individual instruction, or both. The choice of method depends on the learning situation, the subject matter, and the users themselves.
Components of User Education
User education programs typically consist of two main components:
- Orientation: This focuses on acquainting new users with the library's physical layout, organization, facilities, and the services available. The goal is to make the user feel comfortable and confident in the library environment.
- Instruction: This component is concerned with teaching users how to use the various information resources, such as the library catalogue, reference works, and online databases, to find information for a specific purpose. This is often referred to as bibliographic instruction.
Instructional Methods and Media
- Group Instruction:
- Lecture: A common method for providing a general introduction to a large group, though it is less suitable for conveying detailed bibliographic information.
- Guided Tour: A traditional method for orienting new users to the library's physical layout. A more effective modern alternative is the self-paced printed or audio tour.
- Seminars, Tutorials, and Demonstrations: These methods are effective for small groups as they allow for more interaction, active involvement, and practical exercises, such as demonstrating how to use specific information retrieval tools.
- Individual Instruction:
- Personal Assistance: The most effective form of instruction is often one-on-one help provided at the reference desk, as it is tailored to the user's immediate and specific need.
- Programmed Instruction: This can be delivered through printed books or computer-aided instruction (CAI), allowing users to work at their own pace and receive direct feedback.
- Media and Technology-Based Techniques:
- Audio-Visual Methods: Tape/slide presentations and video-tapes are effective for conveying information, especially since a combination of sensory inputs is more effective than a single channel.
- Signs and Graphics: Well-planned signs and informational graphics are a basic but crucial method for providing orientation and direction within the library.
- Online Education: With the growth of computer-based information retrieval, user education now includes training on how to use online databases and systems. Libraries create websites, brochures, and use other tools like posters and exhibitions to promote services and educate users.
- Course Integration: The most effective user education programs are often those that are closely integrated with academic teaching, involving cooperation between library staff and faculty.
Evaluation of User Education
Evaluation is a critical part of any user education program, as it involves collecting information about the program's effects to facilitate rational decision-making and improvement.
The sources describe three primary methods for evaluating user education programs:
- The Psychometric Method: This method is based on a scientific experimental model. It involves using an experimental group (which receives the new educational program) and a control group (which follows a traditional course or receives no program). Pre-tests and post-tests are administered to both groups to measure changes in performance, skills, or attitudes, and the results are analyzed to find significant differences.
- The Sociological or Management Method: This approach focuses on studying the changes within the organization or group that is implementing the program, rather than comparing it with a control group. It makes use of tools like interviews and questionnaires to gather data.
- The Illuminative or Responsive Method: This method is more flexible and is not limited by pre-specified aims. It focuses on describing and understanding the conditions in which the program actually works and how participants are affected by it. The goal is to "illuminate" the process. This is achieved through observational studies and explorative interviews.
While there is a growing awareness of the importance of evaluation, the sources note that it has not been as well-documented as other aspects of user education.